Beacon Lesson Plan Library

Feel the Beat!

Wes Landen
Bay District Schools

Description

Students will explore the benefits and work towards maintaing a target heart rate by using an aerobic activity. Students will construct a bar graph of their own heart rates after four, three-minute runs. The construction of their graphs will provide them the opportunity to calculate, record, and analyze their own ability to maintain a target heart rate during aerobic exercise. A study guide and example rubric are given for the lesson.

Objectives

The student knows how to sustain an aerobic activity, maintaining target heart rate, to achieve cardiovascular benefits.

Materials

-Whistle
-Folder to keep daily recordings
-4 to 8 cones to mark off running area
-Stop watch
-Can full of pencils
-Graph paper
-Copies of study guide handout and rubric

Preparations

1. Print out and make enough copies of the Aerobic and Anaerobic Activities Study Guide and example rubric for review. (See attached file.)
2. Collect materials: pencils, folder, stopwatch, cones, and whistle.
3. Make folder for collecting graphs.



Procedures

Day 1
1. Ask students to guess how many times their heart beats (1)while resting and(2) after a three-minute run.

2. Hand out graph paper, study guide/rubric, scratch paper, and review games areas.

3. Have students construct graph with:
∑X and Y axis
∑Title
∑X axis list days of week (Monday-Friday)
∑Y axis list beats per minute (heart beat/ for example, 75 up to 220)

4. Review with students: Different areas to locate your pulse, resting heart rate vs. aerobic, different methods for calculating pulse quickly (i.e., count the number of beats for 6 seconds then add a 0 to the number to figure number of beats pure minute), how to calculate a target heart rate, and the benefits of aerobic activity).

5. Have students figure their M.H.R. (Maximum Heart Rate) and set up a target heart rate for the week using the formula on study guide.

6. Have students locate a place to keep their graph and pencil while running (i.e., bleachers or small table).

7. Five minutes of warm up exercises. During the warm-up, discuss the benefits of warm-up and cool-down exercises instead of using counting.

8. Students run for three minutes. Immediately after running, students locate their pulse, figure their pulse rate per minute, and record their pulse rate on their graph.

9. Assist students with calculating and recording. Take up graphs, scratch paper, and study guides.

Day 2
1. Return studentsí graphs, study guide/rubric, scratch paper, and review games areas.

2. Review the graphed information. Discuss how their graphed information would help them to maintain a target heart rate and achieve aerobic fitness by calling on students who volunteer to read their graphed information. Praise correct responses and assist with incorrect calculation by helping student understand how to fix problems or refer back to study guide/rubric. Also, discuss with student ways to maintain their target heart rate. (Examples: running at a pace, not running fast enough, or running too fast.) This is a good time to discuss aerobic vs. anaerobic workouts or activities. Have students refer to study guide for help in understanding.

3. Practice locating and calculating pulse without paper.

4. Have students locate a place to keep their graph and pencil while running (bleachers or small table).

5. Warm-up exercises.

6. Locate and take pulse again without paper.

7. Run a three-minute run, take pulse, and record results.

8. Assist students with calculating and recording. Take up graphs, scratch paper, and study guides.

Day 3
1. Return studentsí graphs, study guide/rubric, scratch paper, and review games areas.

2. Review the graphed information. Discuss how their graphed information would help them to maintain a target heart rate and achieve aerobic fitness by calling on students who volunteer to read out their graphed information. Praise correct responses and assist with incorrect calculation by helping student understand how to fix problems or refer back to study guide/rubric.

3. Review with student ways to maintain their target heart rate (running at a pace the heart can handle and not increasing the intensity too quickly).

4. Have students locate a place to keep their graph and pencil while running (bleachers or small table).

5. Practice locating and calculating pulse without paper.

6. Warm-up exercises.

7. Locate and take pulse again without paper.

8. Run a three-minute run, take pulse, and record results.

9. Assist students with calculating and recording. Take up graphs, scratch paper, and study guides.

Day 4
1. Return studentsí graphs, study guide/rubric, scratch paper and review games areas.

2. Review the graphed information. Discuss how their graphed information would help them to maintain a target heart rate and achieve aerobic fitness by calling on students who volunteer to read their graphed information. Praise correct responses and assist with incorrect calculation by helping student understand how to fix problems or refer back to study guide/rubric.

3. Review with student ways to maintain their target heart rate (running at a pace the heart can handle and not increasing the intensity too quickly).

4. Have students locate a place to keep their graph and pencil while running (bleachers or small table).

5. Practice locating and calculating pulse without paper.

6. Warm-up exercises.

7. Locate and take pulse again without paper.

8. Run a three-minute run, take pulse, and record results.

9. Assist students with calculating and recording. Take up graphs, scratch paper, and study guides.

10. Discuss the reasons for achieving aerobic or anaerobic intensity levels, if they hit their target heart rate, and the benefits of maintaining aerobic fitness.

11. Have students edit their graphs for clarity and accuracy and pick a partner for peer review of their graphs.

12. Students finish analyzing their own ability to maintain their target heart rate during aerobic exercise. Have the students summarize their findings.

Day 5
1. Have a center for game play while assessing.

2. Hand back graphs.

3. Call up students one by one and assess their graphs using the six-question checklist provided in assessments. Also, give students the opportunity to express feedback on their graphs or activity.

Assessments

In this formative assessment, students journal and graph their heart rate and activities daily, and then volunteer students share their data for class discussion. Therefore, feedback is given each class period so that every student should be able to successfully complete the task.

1. The student recorded a realistic heart rate.
2. The student used the correct formula to figure his or her target heart rate.
3. The student recorded his or her heart rate correctly.
4. The student entered the aerobic zone at least once.
5. The student gave a reflection on why he or she did or did not maintain target heart rate throughout the week.
6. The student listed at least one benefit of aerobic activity.
Students will review and should refer back to the given example rubric for analyzing technique and acceptable comments.

Attached Files

Study Guide and Rubric.†††††File Extension:††doc
Return to the Beacon Lesson Plan Library.